Class 3. Duration 50 min/1period.
Teacher will review what was taught so far about the solid state of Matter. Teacher will addressing prior beliefs and recalling what we read yesterday.
Class will participate in a Lab Activity, using soda bottle and antacid to show examples of all three states of matter. Teacher will then display the 3 column chart of States of Matter that was designed prior. Then class will begin to fill in "solids" as a class, filling in the characteristics of Solids. Lastly, the students will copy the chart in notebook. This doesn't make sense. Describe what students will be doing and why in a paragraph.
Opportunities to Learn:
Depth of Knowledge:
Level 2. Recalling prior ideas about solids. Experimenting with the States of Matter to distinguish one from another. This doesn't sound like DOK 1 Graphing concepts. Prerequisite Knowledge:
Students will have to know what was addressed in the class prior about Matter. Students will also have to learn about lab safety and lab procedures. Plans for Differentiating Instruction:
"A" group students will work alone or with partners for lab. "B" group students will use whole class to complete lab. At LMS they goup students by ability and call them A and B group, this is just how it is there, I did not make it up. "B" group is mostly students with learning differences. Can you explain the difference between A and B groups? Accommodations and modifications:
Provide written directions to students who need them. Reword definitions using appropriate vocabulary if extra explanation needed. Provide peer partner or time extension. Peer support if needed. Environmental factors:
Materials:
Lab materials: fizzing antacid tablet, large balloons, plastic soda bottles (1 liter), water, notebook, solid puzzle handout
Objectives:
Students will participate in a Discovery Lab to distinguish the characteristics of the States of Matter.
Students will create their own States of Matter graph in their notebooks. Instruction:
Opening:
Open lesson with question "What did we find out yesterday from molding our clay atoms?" Short discussion on our findings.
Invite students to look at the picture of the volcano in the textbooks. Ask:
"What states of Matter can you identify?"
"How do solids in the photo differ from liquids and gases?
What will happen to the liquid lava when it cools?"
Tell students about the lab and handout the directions while explaining what students will be doing. What will you say?
Engagement:
Students participate in lab entitled "What are Solids, Liquids, and Gases?" (Guided inquiryactivity) Where is this resource? How will students know what to do? Do students know what an operational definition is or how to construct one? This is all revealed in the textbook!
Students will classify examples of different states of matter that they observed. Students will form operational definitions resulting from their observations. What samples will you provide? Will you discussion malleability, i.e. solids such as clay, gold and lead that are easily formed into shapes?Students might think that all solids are rigid. I will provide examples of Matter that they can find throughout their home, like paper, ceramic, wood, metal, and foam.
Closure:
Discuss findings and tell students to write one definition in their own words (either solid,liquid,or gas)to hand in at the completion of class. This instruction needs to be clarified. Definiton of what? As a class, using what was learned,begin to fill in the States of Matter chart and then have the students copy it in their notebooks. What will this look like? You should have your version already done. Chart attached already! Are you going to talk about operational definitions at all? How will students check to make sure their work is what you are expecting? Assessment:
Students hand in their "exit ticket" at the end of class ("exit ticket" was to form an operational definition based on experiment). Complete the handout: Solid State Puzzle (homework?).
Context of Lesson:
Class 3. Duration 50 min/1period.Teacher will review what was taught so far about the solid state of Matter. Teacher will addressing prior beliefs and recalling what we read yesterday.
Class will participate in a Lab Activity, using soda bottle and antacid to show examples of all three states of matter. Teacher will then display the 3 column chart of States of Matter that was designed prior. Then class will begin to fill in "solids" as a class, filling in the characteristics of Solids. Lastly, the students will copy the chart in notebook. This doesn't make sense. Describe what students will be doing and why in a paragraph.
Opportunities to Learn:
Depth of Knowledge:
Level 2. Recalling prior ideas about solids. Experimenting with the States of Matter to distinguish one from another. This doesn't sound like DOK 1 Graphing concepts.
Prerequisite Knowledge:
Students will have to know what was addressed in the class prior about Matter. Students will also have to learn about lab safety and lab procedures.
Plans for Differentiating Instruction:
"A" group students will work alone or with partners for lab. "B" group students will use whole class to complete lab. At LMS they goup students by ability and call them A and B group, this is just how it is there, I did not make it up. "B" group is mostly students with learning differences. Can you explain the difference between A and B groups?
Accommodations and modifications:
Provide written directions to students who need them. Reword definitions using appropriate vocabulary if extra explanation needed. Provide peer partner or time extension. Peer support if needed.
Environmental factors:
Materials:
Lab materials: fizzing antacid tablet, large balloons, plastic soda bottles (1 liter), water, notebook, solid puzzle handout
Objectives:
Students will participate in a Discovery Lab to distinguish the characteristics of the States of Matter.
Students will create their own States of Matter graph in their notebooks.
Instruction:
Opening:
Open lesson with question "What did we find out yesterday from molding our clay atoms?" Short discussion on our findings.
Invite students to look at the picture of the volcano in the textbooks. Ask:
- "What states of Matter can you identify?"
- "How do solids in the photo differ from liquids and gases?
- What will happen to the liquid lava when it cools?"
Tell students about the lab and handout the directions while explaining what students will be doing. What will you say?Engagement:
Students participate in lab entitled "What are Solids, Liquids, and Gases?" (Guided inquiryactivity) Where is this resource? How will students know what to do? Do students know what an operational definition is or how to construct one? This is all revealed in the textbook!
Students will classify examples of different states of matter that they observed. Students will form operational definitions resulting from their observations. What samples will you provide? Will you discussion malleability, i.e. solids such as clay, gold and lead that are easily formed into shapes? Students might think that all solids are rigid. I will provide examples of Matter that they can find throughout their home, like paper, ceramic, wood, metal, and foam.
Closure:
Discuss findings and tell students to write one definition in their own words (either solid,liquid,or gas)to hand in at the completion of class. This instruction needs to be clarified. Definiton of what? As a class, using what was learned,begin to fill in the States of Matter chart and then have the students copy it in their notebooks. What will this look like? You should have your version already done. Chart attached already!
Are you going to talk about operational definitions at all? How will students check to make sure their work is what you are expecting?
Assessment:
Students hand in their "exit ticket" at the end of class ("exit ticket" was to form an operational definition based on experiment). Complete the handout: Solid State Puzzle (homework?).
Reflections
(only done after lesson is enacted)